The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently

Gary Lee Downey, Virginia Polytechnic Institute and State University
Juan C. Lucena, Colorado School of Mines
Barbara M. Moskal, Colorado School of Mines
Rosamond Parkhurst, Colorado School of Mines
Thomas Bigely, Virginia Polytechnic Institute and State University
Chris Hays, Virginia Polytechnic Institute and State University
Brent K. Jesiek, Virginia Polytechnic Institute and State University
Liam Kelly, Virginia Polytechnic Institute and State University
Jonson Miller, Virginia Polytechnic Institute and State University
Sharon Ruff, Virginia Polytechnic Institute and State University
Jane L. Lehr, King's College - Charlotte
Amy Nichols-Belo, University of Virginia - Main Campus

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Copyright © 2006 American Society for Engineering Education.

NOTE: At the time of publication, the author Jane L. Lehr was not yet affiliated with Cal Poly.

Abstract

This paper offers and tests an approach to conceptualizing the global competency of engineers. It begins by showing that the often-stated goal of working effectively with different cultures is fundamentally about learning to work effectively with people who define problems differently. The paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that criterion. It uses the criterion to establish a typology of established methods to support global learning for engineering students. It introduces the course, Engineering Cultures, as an example of an integrated classroom experience designed to enable larger numbers of engineering students to take the critical first step toward global competency, and it offers a test application of the learning criterion and outcomes by using them to organize summative assessments of student learning in the course.